Unit 4 Where’s my schoolbag?
Period 1
Teaching aims:
1. Language goals:
Key vocabulary: table, bed, bookcase, sofa, chair, where, on, under.
Target language: Where’s my schoolbag? It’s under the table.
Where are my books? They’re on the sofa
2. Ability goals
Talk about where things are, Learn the using of preposition “ on, in, under” 
Train the students’ communicative competence.
3. Moral goals
Keep your room and tidy.
Teaching important points:
1. New words.
2. How to talk about where things are, Learn the using of preposition “ on, in, under” 
Teaching difficult points:
1. Prepositions of place: in, on, under.
2. Prepositional phrases: on the sofa, under the bed, etc.

教学设计
备注

Step 1:Warming up: students play a chant 
This is a pen.   These are pens. 
That is a book   Those are books 
It’s  a  key   They’re keys 
Step2 Learn the new words
Show the pictures of the things on the screen.
Teach the new words: chair, table, bed ,bookcase, sofa.
(First, read the pronunciations , then read the words. Each word has the singular form and plural form.)
Read the words over and over again until the students can name each item fluently.
Step 3 Guessing game.
Show the things that are covered, let students guess“Is it a/ an…”, if the student can’t guess what it is, show the thing gradually.
Step 4 Work on 1a
T: Turn to page 19, look at 1a. First read the words. Then look at the picture and look at the letters.
Read the instruction.
Students do 1a on their own.
Check the answers.
Read the words again.
Step 5: Presentation. 
(1)Show the pictures of a box and a cat teach ″in, on, under″ 
Presentation  1.
T: Where is the cat?      S: Oh, it’s on/in /under the box 
(2)Then look at the picture on the screen to show the other things to make the students understand in/on/under and teach ″where’s=where is 
Step 6 pair work 1
1. For example: Put the things on some places.
1) T:  Where is my schoolbag? S:  It’s on the table 
2. )S:  Where’s my pencil?  S: It’s in the schoolbag .
3.) S: Where’s the…? S: It’s …
2. Students work.
3. Ask some pairs to show their work.
Step7: Presentation. 
Show some pencils and books to the students and present ″Where are/where’re…?  They’re….”(Where are=where’re) 
For example: 
 Where are the books? 
They’re on/in /under the table
Step 8 pair work 2.
1. For example: Put the things on some places.
Practice the structures 
3. T: Where are my keys ? S: They’re on the chair.
Step 9 : Listening (Section A 1b). 
Listen and number the things in the pictures when you hear them.  
First listen, then check and repeat. 
Step 10 pair work
Where’s the ball? It’s in / on/ under the box.
Where are the erasers? They’re in/on/under the box.
Step 11 Summarize
  exercise(用is/are填空　) 
(1)Where _____ my schoolbag?   (2) Where _____ my books?　　
(3)Lily’s  schoolbag ______ under the desk. 
(4)   Tom’s books ______ on the sofa.
(5)They  ____ under the table.　(6)It _____ a  key　
板书设计：
Unit 4 where’s my schoolbag?
in 在….里面 where’s my schoolbag? where’s +单数
on 在….上面 It’s in/on/under….
under在….下面 Where are my books ?where are +复数
They’re in/on/under…….






Period 2
Teaching aims:
1. Language goals:
Key vocabulary: table, bed, bookcase, sofa, chair, where, on, under.
Target language: Where’s the map? It’s in your grandparents’ room.
Where are my books? They’re on the sofa.
Where’s the baseball? Is it on the table? No, it isn’t.
Is it under the table? Yes, it is.
A: Where’re the keys? Are they under the table?
B: No, they aren’t. They are on the table.
2. Ability goals
Talk about where things are, Learn the using of preposition “ on, in, under” 
Train the students’ communicative competence.
Listening an speaking skills.
3. Moral goals Keep your room and tidy.
Teaching important points:
1. Target language.
2. Talk about where things are, Learn the using of preposition “ on, in, under” 
3. 一般疑问句的简短回答。
Teaching difficult points:
1. Prepositions of place: in, on, under.
2. The singular forms and plural forms.
3. 一般疑问句的简短回答。
教学设计
备注

Step 1: Revision
Read the new words, and the
n have a dictation.
Step2: Game: Hide and look for things
Students hide and look for the school things in pairs. One student hide one school thing and the other ask: Where’s…? /Where’re…?
The first answer: It’s in your desk. /They are in your pencil case.
Ask some pairs to share their performance.
Step 3 presentation.
Present short dialogues, using pictures or objects to help.
Show the Dialogue 1:
Where’s the eraser? Is it on the table? ---No, it isn’t.
Is it under the table? ---Yes, it is.
2. Read the conversation in different ways.
3. Show other things ask and answer:
Where’s the schoolbag? Is it under the table? ---No, it isn’t.
Is it on the table? ---Yes, it is.
Step 4 pair work
Students hide and look for the school things in pairs.
One student hide one school thing and The other ask: Where’s…? Is it …? The first answer：No, it isn’t. / Yes, it is.
If the other can’t guess right for the second time, the first answer: No, it isn’t. It’s…
Step 5 presentation.
Present short dialogues, using pictures or objects to help.
1. Show the Dialogue 2:
A: Where’re my books?
B: I don’t know. Are they on the bed?
A: Yes, they are.
Teach “don’t =do not”, “ know”.
2. Show other things ask and answer.
Step 6 pair work
Students hide and look for the school things in pairs. One student hide the school things and ask: Where’re…? S guess：Are they …?
If the other can’t guess right for the second time, the first answer: No, they aren’t. They’re…
Step7 work on 2a.
1. Ask the students to spell the words in the picture in 2a.
T: First, look at the pictures on the screen. What are these?
S1: They are books. S2: They are some keys.
S3: It’s a computer game. T: Is this a ruler? S4: Yes, it is.
T: Is this a pencil box? S5: Yes, it is.
T: What about this? S6: It's a schoolbag
2. T: Now, listen to the recording and look at 2a. Number the things from 1-6.
T: Check the answer. (Students give the answers.)
Step 8 work on 2b.
T: Now, listen again. Let’s do 2b. Find out where are the things from 2a? Number the things in the pictures [1-6].
(Play the tape again and check the answer.)
T: Who can answer?
S1: The computer game is on the backpack.
S2: The books are … S3: The pencil box is …
S4: The schoolbag is… S5: The ruler is…
S6: The keys are …
Step 9 Pair work
T: Look at the picture. Are the books on the sofa?
Ss: No, they aren't. They're on the table.
T: Is the schoolbag under the table?
S: No, it isn't. It's on the sofa. …
(write the four sentences on the blackboard. Let the students ask and answer questions about the things in the picture in 2b.)
Step 10 Role-play
1. Jack is a forgetful boy. He always doesn't know where his things are. Let's help him find his things.
Match the things with the right places below.
(Let Ss look at the screen. There are some things and some places)
bag on his head
map on the sofa
hat on the bed in his grandparents' room
2. Ss read the conversation and match the things with the right places.
3. Check the answers.
4. Read the conversation after the tape.(注意语调与语速)
5. Now practice the conversation with your partner. Then let some pairs act out the conversation.


板书设计： Unit 4 where’s my schoolbag?
Where’s the baseball? Is it on the table? No, it isn’t.
Is it under the table? Yes, it is.
A: Where’re the keys? Are they under the table?
B: No, they aren’t. They are on the table.
Period 3 (Grammar Focus-3c)

Teaching aims:
Language aims:
1. Review the words about furniture and the school things.
2. Continue to talk about where things are, using the preposition .
3. Can talk about position using the following sentence structures.
① —Where's…? —It's in/on/under…
② —Where're…? —They're in/on/under…
③ —Is the …in/on/under…? —Yes, it is./ No, it isn't.
④ —Are the …in/on/under…? —Yes, they are. /No, they aren't.
4）Summarize the sentence structures
Moral aims：
Get into the habits of putting the things in the order.
Teaching key and difficult points:
1 Summarize the sentence structures of talking about the position.
2. Can use the sentence structures of talking about the position in different situations.
教学设计
备注

Step 1 . Warming- up and revision
1. Sing “Where is Tom?” song (like “Two tigers”)
Where is Tom? Where is Tom? It’s in the case. It’s in the case.
Where is Tom? Where is Tom? It’s on the case. It’s on the case.
Where is Tom? Where is Tom?
It’s under the case. It’s under the case.
2. Ask and answer the school things around them.
(Put S1's pencil box on the desk)
T: Where is your pencil box? S1: It's on the desk.
(Then put it in his desk)
T: Is your pencil box on the desk now?
S1: No, it isn't. It's in the desk.
（Put it under the desk）
T: Is your pencil box in the desk? S1: No, it isn't. It's under the desk.
3. Let Ss ask and answer in the same way.
Step 2 . Grammar Focus.
1. Reading guiding：
When you ask about the position, you can use “Where is /are… ”,the structures are：
Where is…? It's in/on/under… (句子的主语为名词单数)
Where are…? They're in/on/under… (句子的主语为名词复数)
2. Let Ss read the sentences and fill in the blanks below.
① 地图在哪里？_________ the map?
② 它在你爷爷奶奶的房间里。It’s ___ your _____________ room.
③ 我的书在哪里？_______ _____ my books?
④ 它们在沙发上。They’re _____the _______.
⑤ 他的铅笔在哪里？ ______ _____ pencil box?
⑥ 它在他的书包里。 It’s ___ his _________.
⑦ 你的尺子在哪里？_______ your ________?
⑧ 它在椅子下面。It’s ________ the _______.
⑨ 他们的钥匙在哪里？_____ are ________ _____?
⑩ 它们在桌子上。 _______ on the _____.
3. Check the answers with the class.
Step 3 work on 3a
1. (Make a conversation with a student.)
T: Look at Picture 1 in 3a. Where is the baseball?
S1: (help S1 answer) I don’t know.
T: (Teach Ss the expression "I don't know." with a body language. for example shake your head.)
2. Now look at the pictures and read the con